Impact of the Information and Communication Technologies on the Education of Students with Down Syndrome: a Bibliometric Study (2008- 2018)

This article analyzes the impact of the Information and Communication Technologies (ICT) on students with Down syndrome through the consult of scientific articles published during the 2008 to 2018 period, in five scientific journal databases utilized in the academic world. Through a descriptive and quantitative methodology, the most significant bibliometric data according to citation index is shown. Likewise, a methodology based on the analysis of co-words and clustering techniques is applied through a bibliometric maps, in order to determine the fields of scientific study. The results show that articles published have a medium-low index of impact. There are linked with the importance of using ICT with these students, from educational inclusion and accessibility perspective

Use of Augmented Reality for Students with Educational Needs: A Systematic Review (2016–2021)

In recent years, interest in applying Augmented Reality technology as a teaching/learning resource in education has increased. However, few studies focus on the possibilities and challenges of these tools to support learners with educational needs. In this review, we aggregate the current knowledge of how Augmented Reality technologies are applicable and their impact on the learning of students with educational needs considering the above-mentioned factors. In total, 18 studies indexed in the Scopus and Web of Science databases were analysed. The main findings of this review provide the current state of Augmented Reality research in special education and show positive results in the learning of students with educational needs.Ministry of Economy, Industry and Competitiveness PID2019-108230RB-I0

Are primary education teachers trained for the use of the technology with disabled students?

Incorporating information and communication technology (ICT) in inclusive class‑ rooms requires competent teachers, both technological and pedagogical. To contrast these theoretical assumptions, this study aims to identify the level of training and technical knowledge of primary school teachers in Spain regarding the use of ICTs for supporting students with special needs. The research methodology used was a mixed research design (quantitative and qualitative method), analysing 777 questionnaires supplied to primary school teachers and 723 interviews conducted with key inform‑ ants (members of management teams, ICT coordinators, directors and technological advisors of teacher training centres). The results informed teachers’ knowledge about ICT and disability and barriers or obstacles to their training. Among the conclusions, teachers’ inadequate training regarding ICTs for students with special needs stands out and the lack of training experiences in this feld

Assistive technology for the inclusion of students with disabilities: a systematic review

The commitment to increase the inclusion of students with disabilities has ensured that the concept of Assistive Technology (AT) has become increasingly widespread in education. The main objective of this paper focuses on conducting a systematic review of studies regarding the impact of Assistive Technology for the inclusion of students with disabilities. In order to achieve the above, a review of relevant empirical studies published between 2009 and 2020 in four databases (Web of Science (WoS), Scopus, ERIC and PsycINFO) was carried out. The sample consists of 31 articles that met the inclusion criteria of this review, out of a total of 216 identifed. Findings of this study include that the use of Assistive Technologies is successful in increasing the inclusion and accessibility of students with disabilities, although barriers such as teacher education, lack of information or accessibility are foundSpanish Ministry of Economics and Competitivenes

Digital competences for teacher professional development. Systematic review

This paper provides a systematic review of the literature on digital competencies and teacher professional development. The purpose of this study is identifying research trends and potential directions on this topic for future research. The method followed is based on the PRISMA Statement Guidelines for Systematic Reviews and Meta-analysis. After applying criteria of inclusion, exclusion and thematic belonging, the sample was constituted in 21 studies. The selected studies emphasize the importance of digital competence as one of the challenges facing teachers today, being mainly qualitative methodology studies. Among the conclusions we highlight that most of the selected studies reveal a lack of teacher training and insufficient ICT training

Training of Education teachers in emerging technologies to work on visual functional diversity

Esta publicación es parte del proyecto de I+D+i, PID2019-108230RB-I00, financiado por MCIN/ AEI/10.13039/501100011033. La sociedad actual se caracteriza por una serie de cambios y avances tecnológicos que repercuten directamente en la educación. Los sistemas educativos han ido realizando adaptaciones, especialmente aquellas que tienen como foco de atención a las nuevas generaciones de estudiantes, donde la enseñanza, basada en objetivos ha ido evolucionando hacia una enseñanza por competencias. Los avances tecnológicos dentro de la sociedad de la información nos han llevado a la implantación de las TIC dentro del sistema educativo, para convertirse en Tecnologías para el Aprendizaje y el Conocimiento (TAC), observándose esta incorporación como parte fundamental tanto para la formación del alumnado, como para la formación del profesorado. La robótica educativa se está utilizando para reforzar el aprendizaje de estudiantes con dificultades de aprendizaje en áreas como conocimiento del curriculum formal; sin embargo, es importante señalar que el fin último que debe tener la implementación de la robótica en las dinámicas educativas con esta tipología de estudiantes no debe centrarse solamente en la mera adquisición de conocimientos sobre robótica o programación, sino más bien como instrumentos de aprendizaje para fomentar el desarrollo y adquisición de múltiples habilidades específicas.This publication is part of the R&D project, PID2019-108230RB-I00, financed by MCIN/ AEI/10.13039/501100011033. Today's society is characterized by a changes and technological advances that have a direct impact on education. Educational systems have been making adaptations, especially those that focus on the new generations of students, where teaching, based on objectives, has evolved towards teaching by competencies. Technological advances within the information society have led us to the implementation of ICT within the educational system, to become Technologies for Learning and Knowledge (TLK), observing this incorporation as a fundamental part both for the training of students as for teacher training. Educational robotics is being used to reinforce the learning of students with learning difficulties in areas such as knowledge of the formal curriculum; however, it is important to point out that the ultimate goal of implementing robotics in educational dynamics with this type of student should not focus solely on the mere acquisition of knowledge about robotics or programming, but rather as learning tools for encourage the development and acquisition of multiple specific skills

Realidad aumentada en la educación superior: posibilidades y desafíos

Currently, there is a growing interest in the use of augmented reality in education. Thus, this study, which systematically examines the use of augmented reality in higher education, has three purposes: (1) to present a synthesis of the available empirical evidence on the use of augmented reality in higher education, (2) to identify the possibilities and challenges of incorporating these technologies in university classrooms, and (3) to determine future trends and prospects for research on augmented reality at the university stage. This study used a systematic review method. Twelve articles that met the specified selection criteria were systematically analysed in order to answer the purpose of the study. The studies reviewed suggest that the use of augmented reality acts as an element that enhances the learning experiences of university students (men and women), however, this is not always the case, as there are studies that have reported limitations in its application, such as the lack of teacher training. The results of the review are discussed in terms of their implications for future research and for improving the training of university teachers in the use of these technologies.En la actualidad, existe un creciente interés por el uso de la realidad aumentada en la educación. Así pues, este estudio, que examina sistemáticamente el uso de la realidad aumentada en la educación superior, tiene tres objetivos: (1) presentar una síntesis de la evidencia empírica disponible sobre el uso de la realidad aumentada en la educación superior, (2) identificar las posibilidades y los retos de la incorporación de estas tecnologías en las aulas universitarias y (3) determinar las tendencias y perspectivas futuras de la investigación sobre la realidad aumentada en la etapa universitaria. Este estudio utilizó un método de revisión sistemática. Doce artículos que cumplían con los criterios de selección especificados se analizaron sistemáticamente con el fin de responder al propósito del estudio. Los trabajos revisados sugieren que el uso de la realidad aumentada actúa como un elemento que mejora las experiencias de aprendizaje de los estudiantes universitarios (hombres y mujeres), sin embargo, esto no siempre es así, ya que hay estudios que han reportado limitaciones en su aplicación, como la falta de la formación del profesorado. Los resultados de la revisión se discuten en términos de sus implicaciones para futuras investigaciones y para mejorar la formación de los profesores universitarios en el uso de estas tecnologías

Digital Teaching Competence in Higher Education: A Systematic Review

Higher education is one of the educational stages most affected by digital technologies, whose constant development has produced a favourable atmosphere for new approaches regarding the teaching–learning processes. The aim of the study was to identify the most relevant findings that specialists have analysed in terms of the digital competences of university teachers, through the analysis of the scientific production of the specialised literature in the last decade (2009–2019). A search was carried out on the Web of Science (WoS) and Scopus databases following the guidelines of the PRISMA statement (Preferred Reporting Items for Systematic reviews and Meta-Analyses). After applying the inclusion and exclusion criteria, the sample was made up of 20 articles. The main findings show the low level of digital competence among teachers and the need for training in both technological and pedagogical areas

Machine learning regression to boost scheduling performance in hyper-scale cloud-computing data centres

Data centres increase their size and complexity due to the increasing amount of heterogeneous work loads and patterns to be served. Such a mix of various purpose workloads makes the optimisation of resource management systems according to temporal or application-level patterns difficult. Data centre operators have developed multiple resource-management models to improve scheduling perfor mance in controlled scenarios. However, the constant evolution of the workloads makes the utilisation of only one resource-management model sub-optimal in some scenarios. In this work, we propose: (a) a machine learning regression model based on gradient boosting to pre dict the time a resource manager needs to schedule incoming jobs for a given period; and (b) a resource management model, Boost, that takes advantage of this regression model to predict the scheduling time of a catalogue of resource managers so that the most performant can be used for a time span. The benefits of the proposed resource-management model are analysed by comparing its scheduling performance KPIs to those provided by the two most popular resource-management models: two level, used by Apache Mesos, and shared-state, employed by Google Borg. Such gains are empirically eval uated by simulating a hyper-scale data centre that executes a realistic synthetically generated workload that follows real-world trace patternsMinisterio de Ciencia e Innovación RTI2018-098062-A-I0

Impact of ICT on students with disability in the field physical education: a systematic review

El uso de las Tecnologías de la Información y la Comunicación (TIC) es cada vez más frecuente en las clases de Educación Física. El objetivo de este estudio fue realizar una revisión sistemática de las investigaciones que evalúan el uso de las TIC ante alumnos con discapacidad en Educación Física. Se ha llevado a cabo una revisión sistemática, que abarcó el periodo de 2009 hasta 2019, en las bases de datos de Education Resource Information Center (ERIC), PubMed, Web of Science (WoS) y Scopus. En el aspecto metodológico se han tenido en cuenta los criterios de elegibilidad y de selección de los estudios establecidos en la declaración PRISMA. Se seleccionaron 14 estudios de un total de 478. Los resultados se presentan en dos fases, en la primera se analizan los datos generales de carácter cuantitativo de los estudios extraídos. En la segunda, se examinan los datos cualitativos y se presentan los grafos de palabras clave con mayor frecuencia. Entre las conclusiones se destaca que la producción científica de alto impacto en los últimos diez años (2009-2019) se encuentra todavía poco desarrollada. Se aprecia un aumento de estudios relacionados con el uso del smartphone, tablet, tecnologías de asistencia y realidad virtual que favorecen el desarrollo cognitivo, comunicativo y social de este alumnado.The use of Information and Communication Technologies (ICT) is increasingly frequent in Physical Education classes. The objective of this study was to carry out a systematic review of the research evaluating the use of ICT by students with disabilities in Physical Education. A systematic review, covering the period 2009 to 2019, has been carried out in the databases of the Education Resource Information Center (ERIC), PubMed, Web of Science (WoS) and Scopus. In the methodological aspect, the eligibility and selection criteria of the studies established in the PRISMA statement have been taken into account. 14 studies were selected from a total of 478. The results are presented in two phases, in the first one the general quantitative data of the extracted studies are analyzed. In the second phase, qualitative data is examined and keyword graphs are presented more frequently. Among the conclusions it is highlighted that the high impact scientific production in the last ten years (2009-2019) is still poorly developed. There is an increase in studies related to the use of the smartphone, tablet, assistive technologies and virtual reality that favor the cognitive, communicative and social development of these students